Secondary school students’ use and perceptions of textbooks in mathematics learning: A large-scale investigation in China
Students’ use of textbooks is the key link of students engaged and learned curriculum and has received much attention recently. However, existing studies were mainly case studies or small-scale investigations and few addressed the context of China. Hence, this study provided a general overview of ma...
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| Vydané v: | Frontiers in psychology Ročník 14; s. 1132184 |
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| Jazyk: | English |
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06.03.2023
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| Abstract | Students’ use of textbooks is the key link of students engaged and learned curriculum and has received much attention recently. However, existing studies were mainly case studies or small-scale investigations and few addressed the context of China. Hence, this study provided a general overview of mathematics textbook use by Chinese secondary students through a large-scale investigation. Using a mixed-method approach, we collected the quantitative data from 2,145 students in eight provinces through a questionnaire survey and the qualitative data from 20 students and 8 teachers by the interviews. The results revealed that (1) Chinese students relied heavily on mathematics textbooks and pointedly used a portion of components in textbooks, mainly kernels, examples, and exercises; (2) Chinese students used mathematics textbooks for various but typical reasons, particularly to understand basic knowledge and skills, and showed self-regulation and teacher-mediation behind their use; and (3) Chinese students had a positive view about textbook use in mathematics learning, especially in developing mathematical knowledge, skills, and abilities. Furthermore, there were significant differences in mathematics textbook use among different students in terms of school regions, grade levels, and teachers’ demographic variables. Finally, explanations and implications of the results were discussed. |
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| AbstractList | Students' use of textbooks is the key link of students engaged and learned curriculum and has received much attention recently. However, existing studies were mainly case studies or small-scale investigations and few addressed the context of China. Hence, this study provided a general overview of mathematics textbook use by Chinese secondary students through a large-scale investigation. Using a mixed-method approach, we collected the quantitative data from 2,145 students in eight provinces through a questionnaire survey and the qualitative data from 20 students and 8 teachers by the interviews. The results revealed that (1) Chinese students relied heavily on mathematics textbooks and pointedly used a portion of components in textbooks, mainly kernels, examples, and exercises; (2) Chinese students used mathematics textbooks for various but typical reasons, particularly to understand basic knowledge and skills, and showed self-regulation and teacher-mediation behind their use; and (3) Chinese students had a positive view about textbook use in mathematics learning, especially in developing mathematical knowledge, skills, and abilities. Furthermore, there were significant differences in mathematics textbook use among different students in terms of school regions, grade levels, and teachers' demographic variables. Finally, explanations and implications of the results were discussed. Students' use of textbooks is the key link of students engaged and learned curriculum and has received much attention recently. However, existing studies were mainly case studies or small-scale investigations and few addressed the context of China. Hence, this study provided a general overview of mathematics textbook use by Chinese secondary students through a large-scale investigation. Using a mixed-method approach, we collected the quantitative data from 2,145 students in eight provinces through a questionnaire survey and the qualitative data from 20 students and 8 teachers by the interviews. The results revealed that (1) Chinese students relied heavily on mathematics textbooks and pointedly used a portion of components in textbooks, mainly kernels, examples, and exercises; (2) Chinese students used mathematics textbooks for various but typical reasons, particularly to understand basic knowledge and skills, and showed self-regulation and teacher-mediation behind their use; and (3) Chinese students had a positive view about textbook use in mathematics learning, especially in developing mathematical knowledge, skills, and abilities. Furthermore, there were significant differences in mathematics textbook use among different students in terms of school regions, grade levels, and teachers' demographic variables. Finally, explanations and implications of the results were discussed.Students' use of textbooks is the key link of students engaged and learned curriculum and has received much attention recently. However, existing studies were mainly case studies or small-scale investigations and few addressed the context of China. Hence, this study provided a general overview of mathematics textbook use by Chinese secondary students through a large-scale investigation. Using a mixed-method approach, we collected the quantitative data from 2,145 students in eight provinces through a questionnaire survey and the qualitative data from 20 students and 8 teachers by the interviews. The results revealed that (1) Chinese students relied heavily on mathematics textbooks and pointedly used a portion of components in textbooks, mainly kernels, examples, and exercises; (2) Chinese students used mathematics textbooks for various but typical reasons, particularly to understand basic knowledge and skills, and showed self-regulation and teacher-mediation behind their use; and (3) Chinese students had a positive view about textbook use in mathematics learning, especially in developing mathematical knowledge, skills, and abilities. Furthermore, there were significant differences in mathematics textbook use among different students in terms of school regions, grade levels, and teachers' demographic variables. Finally, explanations and implications of the results were discussed. |
| Author | Li, Shuwen Jiang, Tianzhuo |
| AuthorAffiliation | School of Mathematics and Statistics, Northeast Normal University , Changchun , China |
| AuthorAffiliation_xml | – name: School of Mathematics and Statistics, Northeast Normal University , Changchun , China |
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| BackLink | https://www.ncbi.nlm.nih.gov/pubmed/36949912$$D View this record in MEDLINE/PubMed |
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| Cites_doi | 10.1080/00220272.2021.1941265 10.1007/s11858-022-01363-5 10.1007/BF02299477 10.1007/s11858-013-0529-z 10.1016/j.stueduc.2018.07.005 10.1007/s11858-013-0539-x 10.1007/s11858-021-01266-x 10.1007/s10649-010-9264-3 10.1007/s13138-011-0028-0 10.1080/09585170903558224 10.1080/00220272.2016.1154608 10.1007/s10649-006-5423-y 10.1016/j.stueduc.2018.03.001 10.1007/s10649-018-9809-4 10.1037/0022-3514.66.5.950 10.1007/s10649-018-9871-y 10.1007/s11858-018-0976-7 10.3102/00346543075002211 10.1142/9789812562241_0009 10.1007/s11858-021-01271-0 10.1007/s11858-021-01263-0 10.1080/10511970.2010.509336 10.1007/s10649-005-9016-y 10.1007/s11858-021-01251-4 10.1007/s11858-018-0979-4 10.1007/s13138-016-0091-7 10.1006/ceps.1999.1020 10.1007/BF02656616 |
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| Copyright | Copyright © 2023 Jiang and Li. Copyright © 2023 Jiang and Li. 2023 Jiang and Li |
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| Keywords | textbook use Chinese mathematics education secondary school students mathematics learning mathematics textbooks curriculum resources |
| Language | English |
| License | Copyright © 2023 Jiang and Li. This is an open-access article distributed under the terms of the Creative Commons Attribution License (CC BY). The use, distribution or reproduction in other forums is permitted, provided the original author(s) and the copyright owner(s) are credited and that the original publication in this journal is cited, in accordance with accepted academic practice. No use, distribution or reproduction is permitted which does not comply with these terms. |
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| Notes | ObjectType-Article-1 SourceType-Scholarly Journals-1 ObjectType-Feature-2 content type line 23 This article was submitted to Educational Psychology, a section of the journal Frontiers in Psychology Edited by: Yiming Cao, Beijing Normal University, China Reviewed by: Slavoljub Jaroslav Hilcenko, Vsovsu, Serbia; Yipeng Tang, East China Normal University, China; Li Tong, Chongqing Normal University, China |
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